Henrico High School International Baccalaureate Program by t9839202


									Henrico High School International Baccalaureate
                             Diploma Program Curriculum

   Organizing Elements: Theory of Knowledge and CAS
The curriculum model of the DP places the student and the way the student learns at its center, as
the child’s development is the basis of the whole educational process. Building on MYP’s areas
of interaction, the Diploma Program continues with Theory of Knowledge and Creativity, Action
and Service. This course and activities provide a framework for learning within and across the
subject groups. They allow connections among the subjects themselves, and between the subjects
and real-life issues. All six subject area curricula reflect and consider TOK and CAS issues.

Theory of Knowledge
It is a commonplace to say that the world has experienced a digital revolution and that we are
now part of a global information economy. The extent and impact of the changes signaled by
such grand phrases vary greatly in different parts of the world, but their implications for
knowledge are profound. Reflection on such huge cultural shifts is one part of what the TOK
course is about. Its context is a world immeasurably different from that inhabited by “renaissance
man”. Knowledge may indeed be said to have exploded: it has not only expanded massively but
also become increasingly specialized, or fragmented. At the same time, discoveries in the 20th
century (quantum mechanics, chaos theory) have demonstrated that there are things that it is
impossible for us to know or predict. The TOK course, a flagship element in the Diploma
Program, encourages critical thinking about knowledge itself, to try to help young people make
sense of what they encounter. Its core content is questions like these: What counts as knowledge?
How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge?
What are the implications of having, or not having, knowledge?

What makes TOK unique, and distinctively different from standard academic disciplines, is its
process. At the centre of the course is the student as knower. Students entering the Diploma
Program typically have 16 years of life experience and more than 10 years of formal education
behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from
academic disciplines and their lives outside the classroom. In TOK they have the opportunity to
step back from this relentless acquisition of new knowledge, in order to consider knowledge
issues. These include the questions already mentioned, viewed from the perspective of the
student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I
justified in doing so [how?]? Such questions may initially seem abstract or theoretical, but TOK
teachers bring them into closer focus by taking into account their students’ interests,
circumstances and outlooks in planning the course. TOK activities and discussions aim to help
students discover and express their views on knowledge issues.

The course encourages students to share ideas with others and to listen to and learn from what
others think. In this process students’ thinking and their understanding of knowledge as a human
construction are shaped, enriched and deepened. Connections may be made between knowledge
encountered in different Diploma Program subjects, in CAS experience or in extended essay
research; distinctions between different kinds of knowledge may be clarified. Because the subject
matter of the course is defined in terms of knowledge issues, there is no end to the valid questions
that may arise in a TOK
International dimensions
In many ways TOK is ideally placed to foster internationalism, in close harmony with the aims of
the IB learner profile. The TOK aims embody many of the attributes needed by a citizen of the
world: self-awareness; a reflective, critical approach; interest in other people’s points of view;
and a sense of responsibility. Global controversies often rest on significant knowledge issues that
can provide useful starting points for TOK explorations, depending on students’ interests and
awareness. TOK activity, in turn, can contribute significantly to the understanding of these large

The aims of the TOK course are to:
    develop a fascination with the richness of knowledge as a human endeavor, and an
       understanding of the empowerment that follows from reflecting upon it
    develop an awareness of how knowledge is constructed, critically examined, evaluated
       and renewed, by communities and individuals
    encourage students to reflect on their experiences as learners, in everyday life and in the
       Diploma Program, and to make connections between academic disciplines and between
       thoughts, feelings, and actions
    encourage an interest in the diversity of ways of thinking and ways of living of
       individuals and communities, and an awareness of personal and ideological assumptions,
       including participants’ own
    encourage consideration of the responsibilities originating from the relationship between
       knowledge, the community and the individual as citizen of the world.


       analyze critically knowledge claims, their underlying assumptions and their implications
       generate questions, explanations, conjectures, hypotheses, alternative ideas and possible
        solutions in response to knowledge issues concerning areas of knowledge, ways of
        knowing and students’ own experience as learners
       demonstrate an understanding of different perspectives on knowledge issues
       draw links and make effective comparisons between different approaches to knowledge
        issues that derive from areas of knowledge, ways of knowing, theoretical positions and
        cultural values
       demonstrate an ability to give a personal, self-aware response to a knowledge issue
       formulate and communicate ideas clearly with due regard for accuracy and academic

The Nature of Creativity, Action, Service

IBDP Curriculum: What Courses You Take

Diploma Program curriculum pursues six areas which then rotate on the axis of
Theory of Knowledge and Creativity, Action and Service. Courses may be offered
at the Standard or Higher Level. Some courses are only offered at a certain level,
where others offer a choice. This enables students to fulfill the DP requirement of
taking 3 Higher Level courses. Students may sit for 2 exams their junior year.

           Grade 11,                        Grade 12,
           Diploma Level One                Diploma Level Two
           IB English 11 (HL)               IB English 12 (HL)

           IB French IV or IB Spanish       IB French V (SL) or
           IV                                  IB Spanish V (SL) or
             or IB French V (SL*)             IB French VI (SL or HL) or
             or IB Spanish V (SL*)            IB Spanish VI (SL or HL)

           IB History of the Americas       IB World Topics (HL)

           IB Biology (SL)* or              IB Chemistry (SL or HL)
              IB Chemistry (SL* or          IB Biology may be taken as
             HL)                            an extra course (SL)

           IBMYP Extended                   IB Mathematical Studies
             Mathematics, IB                  (SL) or
             Mathematical Studies              IB Mathematics (SL)
             (SL)* or
              IB Mathematics (SL)*

           IB Theory of Knowledge           IB Theory of Knowledge

           IB Psychology (SL *or HL)        IB Psychology (SL or HL)
           IB Theatre Arts (SL or HL)       IB Theatre Arts (SL or HL)
           IB Visual Arts (HL)              IB Visual Arts (HL)

           * Juniors may take up to 2       AP electives: Calculus,
           exams as anticipated Diploma      Physics, Statistics,
           Candidates. Biology and           Environmental Science,
           Math indicated MUST be            World History and Art
           taken. The others are options.    History
The Extended Essay: Curriculum Culmination

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      ·


The extended essay and the IB learner profile

Relationship to theory of knowledge


Assessment Objectives




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